Scenario: Thomas - Additional Needs - Observations

[Trax]

You are an educator in an Out of School Hours Care (OSHC) centre. You are working one-on-one with Thomas, a six -year -old boy with intellectual disability. Responses should demonstrate inclusive practices and how to interpret and respond to out of character behaviour.
1. Provide examples of observations (including one out of character Observation) that might to be used to assess Thomas’s:
a. Play Preferences.
b. Social interactions.
c. Communication and language.
d. Thinking styles.
e. Physical abilities.
f. Emotional status.

Time Antecedent event Behaviour Consequence event
11.15 Thomas is playing Football with a small group of boys. Some are the same age as him and some are older. Thomas has been playing and sharing the ball. Thomas is laughing and smiling while kicking and passing the ball to the others.

A girl has asked can she play football. Thomas starts yelling “NO GIRLS.” And started pushing her away from the group.
A couple of the older boys has said “yes she can play”. Thomas has Thrown some unkind words towards the two boys.
Thomas turns and says “GIRLS CAN’T PLAY FOOTBALL.”
Stomps of and cries.
The children say well if you can’t let girls play you can’t play with us.
Thomas leave’s upset and crying.
Kicking the grass.
Plumps his bottom on the ground sobbing, while propping head on hands.

Date of Observations: 20/09/2016
Child’s name: Thomas
Child’s age: 6
Observed activity: Playing cars on carpet mat
Skills observed during activities: Communication, fine motor skills acknowledging others Participating in the activity.
TIME OBSERVATION
12.45pm Thomas sits on mat next to one other boy. He selects a blue and black car. Thomas starts making car noises.
12.50pm The other boys ask Thomas “Does he want to play races?”
Thomas replies “yes”. They both choose their colours the boy has chosen a red car a tells Thomas that he thinks his car is going to win because he thinks the colour red means they are the fastest.
Thomas laughs and says this Black car is going to be the fastest it as a picture of a fast horse on it.

1.00pm Thomas is laugh, smiling and yelling out “MY CAR IS GOING TO BE FIRST.”
The boy is saying “NO WAY!! MINE IS.?
Then they both choose where to start from.
Thomas bends down to push his car of from the starting point.
Thomas then let’s go of the car while pushing it away just as the other child has.
1.20pm The First race has now finished.
Thomas schemes very excited. He is stating that he won. With both hand in the air.
Now there has become a bigger group watching. The boy is saying to Thomas to redraw and someone has to stay at the end to see who car gets there first. Thomas agrees but still stating in a raised voice he was first.
1:35pm A girl has asked if she can give Thomas a race. Thomas then agrees. By saying “yes, you can but watch out I will win my car has a horse on it.”

[Lorina]

So are these the observation you have written for this question?

Once you have written your observations you need to interpret it and respond to his out of character behaviour...

,
Lorina

[Trax]

yes these are the observations but i' ve been told i need to do 1 for each individual letter of observed learning ability

[Lorina]

QR_BBPOST Play Preferences.
b. Social interactions.
c. Communication and language.
d. Thinking styles.
e. Physical abilities.
f. Emotional status.

You may have to do one for each of the above... To help you to determine which observation type may be useful:

Different Types Of Observation Methods

,
Lorina